Trousdale County Schools Weekly Lesson Plan
Teacher: Miss Walczyk
Pacing Guide Week #: 8
Dates: September 22-26
Subject: RLA
Common Core Standard(s) to be taught: (Write the entire standard)
RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn
from the text.
SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant
evidence, observations, and ideas.
SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the
evidence presented.
W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
SPI(s) to be taught: (Write the entire SPI)
0801.1.1 Identify the correct use of nouns (i.e., common/proper, singular/plural, possessives, direct/indirect objects, predicate
nouns) and pronouns (i.e., reflexive, interrogative, demonstrative) within context.
0801.6.2 Identify the main idea and supporting details in text.
0801.8.3 Determine how a story changes if the point of view is changed.
0801.8.6 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about
him or her, what the character does, what the character says, what the character thinks).
0801.8.7 Identify and analyze examples of literary elements that shape meaning within context (i.e., flashback, foreshadowing, irony,
mood, symbolism, tone).
Daily practice activity for citing text based evidence in conversation and/or writing:
We will be having accountable talks at least once a week after reading a short story, an excerpt, a poem, etc. Students will be
required to answer the discussion questions on paper first (in order to get their thoughts in order). After they are through writing, we
will come together as a class and have a discussion. Students will be required to back up their reasoning with evidence from the
text.
Students will constantly be required to provide evidence to support their claims. They will have to explain their textual evidence and
how it applies to their claims
I Can Statements :
Student Agenda:
 I can identify and analyze symbols in a story.
 Posted daily but NOT included in Lesson Plan
 I can read and comprehend grade-level texts.
 I can pull apart a prompt.
 I can identify the main idea in a text.
 I can identify direct and indirect objects.
 I can determine how a story would change if the
perspective changed
Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given,
include in the Teacher’s Lesson Plan Notebook.
Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan
Notebook.
Instruction: In outline form, describe each day of instruction.
Formative Assessment:
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Day 1
 Bell Ringer- Students will have 5-10 minutes to write to the bell ringer
question/quotation.
 Symbolism
1. Tell students what the symbols are in the story they wrote Friday (roadlife, key-education, coin-wealth, water-love, fence-death)
A. Students will decide what their stories say about their symbols
B. Students will have a chance to share their stories and get help
analyzing their symbols
 The Boy in the Striped Pajamas
1. Read
2. Chapter summaries
3. Discuss how the story would change if the perspective were different
 Word Splat
Day 2
 Bell Ringer- Students will have 5-10 minutes to write to the bell ringer
question/quotation.
 Pull Apart the Prompt
1. Project different prompts on the board that students have to pull apart with
a partner, and then on their own
 The Boy in the Striped Pajamas
1. Read
2. Chapter summaries
3. Characterization with Toss the Ball
 Word Splat
Day 3
 Bell Ringer- Students will have 5-10 minutes to write to the bell ringer
question/quotation.
 Main Idea
1. Define
2. Give examples
3. Handout with “equation” for finding main idea
4. Practice problems
 The Boy in the Striped Pajamas
1. Read
2. Chapter summaries
3. How would the chapter change if the perspective were different
 Word Splat
Symbolism Story Analysis/Discussion
Chapter Summaries
Perspective Accountable Talk
Word Splat
Day 4
 Bell Ringer- Students will have 5-10 minutes to write to the bell ringer
question/quotation.
 Direct and Indirect Objects
1. PowerPoint with examples
2. Practice Problems
 Main Idea
1. Review “equation”
2. Read NewsELA article and find main idea
 The Boy in the Striped Pajamas
1. Read
2. Chapter Summaries
 Word Splat
Day 5
 Bell Ringer- Students will have 5-10 minutes to write to the bell ringer
question/quotation
 Standard Review using USATestPrep
Practice Problems
NewsELA article/Main Idea
Chapter Summaries
Word Splat
Pull Apart the Prompt activity
Chapter summaries
Characterization Toss the Ball
Word Splat
Main Idea Practice
Chapter summaries
Perspective Accountable Talk
Word Splat
USATestPrep Standard Review
Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
 We will discuss the literary elements with any new story we read in class.
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
 PowerPoint- this allows me to walk around the room instead of standing at the board to copy the notes down.
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